The  Commercial  Program 
of  Studies 

for 

HIGH  SCHOOLS 


By  ARNON  W.  WELCH 


THE  GREGG  PUBLISHING  COMPANY 
New  York  Chicago  Boston  San  Francisco  London 


•  •*••*••••    ri,,;,*«*  •  , 


Copyright,     19  22,     by    the 
Gregff  Publishing  Company 

£55— K-10 


Printed  in  the  United  States  of  America 


THE  COMMERCIAL  PROGRAM  OF  STUDIES  FOR 
HIGH    SCHOOLS 

Purpose  of  This  Monograph 

This  monograph  makes  no  pretense  of  blazing  a  new  trail  in 
the  development  of  commercial  education.  It  has  been  prepared 
in  response  to  the  numerous  requests  received  by  the  Gregg 
Publishing  Company  for  a  suggested  arrangement  of  commercial 
courses  of  study.  Such  requests  are  usually  received  from  those 
who  are  organizing  for  the  first  time  a  commercial  program;  in 
many  cases,  however,  requests  are  received  from  those  in  charge 
of  departments  already  organized.  In  both  cases  they  are  seek- 
ing some  authoritative  statement  for  their  guidance. 

It  is  not  possible  to  lay  down  any  one  type  of  commercial 
program  with  authority  and  say  that  that  is  the  only  way.  As  in 
other  things,  there  are  a  number  of  types  in  use,  and  there  are 
many  arrangements  of  the  commercial  program  throughout  the 
country  apparently  producing  equally  good  results.  However, 
there  have  been  enough  surveys,  articles,  bulletins,  addresses,  and 
discussions  in  the  last  few  years  to  give,  in  a  general  way,  a  fairly 
definite  idea  of  the  advanced  thought  on  this  subject.  We  have 
attempted  to  present  in  a  concrete  way  this  advanced  thought, 
and  to  suggest  types  of  commercial  programs  of  study  that  may 
be  adapted  both  to  large  and  to  small  high  schools,  and  to  suggest 
safe  guides  for  those  organizing  new  departments  and  standards 
of  comparison  for  departments  already  organized.  If  the  sug- 
gestions contained  in  this  monograph  are  at  all  helpful  in  this 
respect,  they  will  have  served  their  purpose. 

Meaning  of  High  School 

The  term  high  school,  for  the  pui-poses  of  this  discussion, 
will  be  considered  to  include  two  distinct  types  of  organization : 

1.  The  usual  organization  under  the  8-4  plan,  the  high 
school  comprising  the  ninth,  tenth,  eleventh,  and  twelfth  years; 

2.  The  organization  under  the  6-3-3  plan,  the  high  school 
being  organized  in  two  groups,  the  junior  high  school,  comprising 
the  seventh,  eighth,  and  ninth  years ;  and  the  senior  high  school, 
comprising  the  tenth,  eleventh,  and  twelfth  years. 

3 


519188 


Commercial  Education 

Commercial  education  involves  more  than  a  training  in 
certain  technical  subjects,  although  this  is  an  essential  part.  It 
involves  the  development  of  the  mind  to  see  cause-and-effect 
relations,  and  to  have  a  point  of  view^  supported  by  a  knowledge 
of  economic  and  commercial  life.  This  is  not  accomplished  by 
annexing  a  commercial  course  at  the  end  of  an  academic  course, 
but  by  organizing  the  program  of  studies,  beginning  with  the 
first  year  in  high  school,  so  that  each  year  a  part  of  the  student's 
work  is  definitely  commercial.  The  time  element  is  as  essential 
in  any  commercial  training  that  is  really  educational  as  in  other 
phases  of  education. 

Objects  of  Commercial  Program  of  Studies 

The  arrangement  of  a  commercial  program  of  studies  should 
be  designed  to  attain  certain  definite  objectives.  In  order  to 
have  an  intelligent  understanding  of  the  arrangement,  it  is  neces- 
sary to  know  and  to  understand  the  objectives.    These  are : 

1.    Each  year's  work  should  he  a  complete  unit,  giving  the  student 

/      the  kind  of  training  that  .will  be  most  useful  to  him  should  he  leave 

school  at  the  end  of  that  year,  and  also  that  will  prepare  him  for  the 

succeeding  year's   work  should   he   remain   in  school.     This   should  be 

considered  from  a  broad  rather  than  an  ultra  utilitarian  point  of  view. 

/  2.    The  complete  high  school  course  should  give  specialized  voca- 

v/      tional  training  in  one  technical  group,  such  as  secretarial,  accounting,  or 
retail  selling. 

3.  The  required  work  and  the  electives  of  the  complete  high  school 
course  should  meet  the  entrance  requirements  of  such  colleges  as  New 

/'  York  University,  School  of  Commerce,  Accounts,  and  Finance ;  The 
Wharton  School  of  Finance  and  Commerce,  of  the  University  of  Penn- 
sylvania ;  the  University  of  Wisconsin ;  and  the  University  of  Cincinnati. 

4.  The  commercial  program  in   common   with  the  other  programs 
^      of  a  school  will  of  course  have  the  aim  to  make  good,  intelligent  citizens. 

There  is  developing  a  strong  current  of  opinion  among 
leaders  of  thought  in  commercial  education  to  the  effect  that,  as 
a  rule,  commercial  programs  of  study  have  been  too  weak  in 
general  knowledge  subjects.  It  is  practically  impossible  to  give 
specialized  training  in  two  distinct  groups,  the  auxiliary  subjects 
and  a  sufficient  number  of  general  subjects,  without  overloading 
the  student.  Moreover,  business  has  become  so  highly  specialized 
that  in  the  larger  cities  one  is  seldom  required  to  be  both  book- 
keeper and  stenographer.  Consequently,  it  is  urged  that  more 
general  subjects,  especially  the  social  sciences,  should  be  required, 
and  the  technical  subjects  should  be  divided  into  elective  groups, 
such  as  secretarial,  accounting,  and  retail  selling,  and  should 
allow  only  one  group  to  be  elected.     It  is  generally  conceded, 


however,  that  secretarial  students  should  have  a  modicum  of 
bookkeeping,  and  that  all  commercial  students  should  learn  how 
to  operate  the  typewriter. 

Content 

The  content  of  the  commercial  program  of  study  may  be 
classified  in  a  very  general  way  under  four  headings : 

1.  English 

2.  General  Subjects 

3.  General  Commercial  Subjects 

4.  Technical  Commercial  Subjects 

Subjects  for  the  Four-Year  Program  of  Studies 
English 

There  has  been  more  or  less  discussion  pro  and  con  the 
subject  of  ''Business  English."  The  academic  teachers  of  Eng- 
lish tell  us  that  there  is  no  such  thing  as  "Business  English." 
"English  is  English"  is  the  final  statement  that  precludes  argu- 
ment. 

Without  contradicting  our  friends  in  the  profession,  even 
admitting  the  truth  of  their  statement,  it  is  nevertheless  true  that 
there  is  an  adaptation  of  the  means  of  expressing  thought,  appli- 
cable to  commercial  life,  that  is  not  sufficiently  developed  in 
academic  courses  in  English.  The  special  study  of  composition 
as  applied  to  business  letters  and  other  forms  of  communication 
has  been  called,  for  convenience,  ''Business  English." 

The  differentiation  in  English  for  commercial  students 
should  be  for  at  least  two  years  (third  and  fourth),  and  it  is 
better  that  it  be  for  four  years.  What  are  the  points  of  this 
differentiation,  and  wherein  is  English  for  commercial  students 
different  from  that  for  other  students  ?  The  principal  differences 
are  three,  and  cover  about  the  entire  work : 

1.  Grammar  and  spelling.  These  subjects  are  supposed  not  to  be  in 
the  high  school,  but  surely  some  drill  in  them  is  necessary  for  com- 
mercial students  in  order  better  to  prepare  them  for  the  work  that  they 
must  do.  It  will  be  asked,  "If  this  is  really  true  of  commercial  students, 
why  is  it  not  equally  true  of  other  students?"  And  we  answer  that  it 
may  be,  but  that  is  not  what  concerns  us  in  this  discussion.  It  is  suffi- 
cient to  maintain  the  contention  of  the  commercial  group  that  they  have 
learned  by  experience  that  by  such  instruction  the  commercial  students 
are  considerably  improved  in  their  ability  to  write  and  to  speak  for 
commercial  purposes. 

2.  Composition.  Subjects  for  oral  and  written  compositions  are 
taken  more  from  commercial  life  than  is  customarj'  in  academic  English. 
Description,  narration,  exposition,  and  argumentation  are  illustrated  by 
catalogue  descriptions,  sales  letters,  business  reports,  and  other  forms  of 
composition  found  in  commercial  offices  and  magazines.  Some  time  can 
be  spent  profitably  on  advertising  copy  and  street  car  cards.  Every 
effort  should  be  put  forth  to  make  the  composition  work  as  practical 


as  possible.  At  least  two  periods  a  week  should  be  devoted  to  this  work. 
Consideral)le  practice  should  be  given  on  the  different  kinds  of  letters 
found  in  books  on  Business  English.  Business  and  professional  men 
and  women  need  skill  in  quick  composition — especially  brief  composi- 
tions— and  the  habit  of  accuracy. 

3.  Literature.  For  the  majority  of  commercial  students,  who  are 
not  going  to  college,  considerable  freedom  may  be  used  in  varying  the 
literature  so  as  to  introduce  verj^  helpful  reading,  supplementary  to  com- 
mercial training.  However,  if  any  of  them  should  plan  to  enter  college, 
they  will  find  that  college  entrance  requirements  are  such  that  there 
will  be  little  tim.e  for  other  reading. 

General  Subjects 

Among  the  general  subjects  from  w^hich  selection  should  be 
required  are :  Modern  languages,  algebra,  plane  and  solid  geom- 
etry, trigonometry,  general  science,  English  history,  modern 
history,  American  history,  civics  and  economics,  biology,  chem- 
istry. If  offered,  cooking  and  sewing  should  be  elective  for  girls 
and  manual  training  and  printing  for  boys. 

General  Commercial   Subjects 

Elementary  economic  geography,  commercial  geography, 
transportation  and  markets,  business  organization  and  adminis- 
tration, credits  and  collections,  commercial  law,  history  of  com- 
merce, commercial  arithmetic,  economics. 

Technical  Commercial  Subjects 

Shorthand,  typewriting  and  ofhce  training,  bookkeeping  and 
accounting,  business  writing,  retail  selling  and  advertising,  junior 
office  occupations,  business  procedure. 

Limitations  of  Small  Schools 

It  must  be  borne  in  mind  that  the  number  and  variety  of 
commercial  courses  will  depend  upon  the  size  of  the  school  and 
local  conditions.  In  the  smaller  schools  the  enrollment  is  not 
large  enough  to  make  it  possible  to  offer  a  large  variety  of 
courses.  Retail  selling  courses  may  be  profitably  conducted  only 
in  the  larger  high  schools  where  the  enrollment  is  sufficiently 
large,  where  expert  teachers  are  employed,  and  where  the  com- 
mercial environment  lends  itself  to  the  practical  development  of 
this  kind  of  training.  While  this  work  is  to  be  encouraged 
wherever  it  can  be  profitably  developed,  for  most  of  the  schools 
the  commercial  subjects  that  have  been  standard  for  so  many 
years  will  continue  to  be  standard.  The  mechanical  processes  of 
bookkeeping  in  large  commercial  houses  are  being  done  more 
and  more  by  machines,  but  the  principles  of  debit  and  credit  are 


ADDENDA— Page  7 


(Add  to  the  Commercial   Program  of   Studies,  page  7,  under  "Gener 
Commercial  Subjects,"  following  paragraph  on  "Commercial  law.") 

History  of  Commerce,  when  taught,  usually  appears  in  the  third  or 
fourth  year. 

The  subject  of  Economics  presents  a  problem.  There  is  almost  com- 
plete uniformity  in  offering  the  subject  in  the  fourth  year.  But  in  a  great 
many  cases  the  course  presented  is  merely  a  diminutive  university  course 
in  economic  theory,  giving  too  much  attention  to  abstractions  in  the  doctrine 
of  rent  and  other  theories  that  are  over  the  heads  of  high  school  students, 
and,  indeed,  of  little  practical  value. 

A  few  school  principals  and  teachers  of  economics  have  had  the 
courage  to  attack  the  problem  from  a  different  angle,  present  the  subject 
matter  in  an  entirely  different  way,  and  make  it  one  of  the  foundation 
stones  of  the  commercial  program,  running  through  the  entire  four  years. 
The  approach  is  made  through  the  concrete  and  applied  phases  of  the 
subject  rather  than  by  trying  to  modify  and  reduce  to  the  comprehension  of 
high  school  students  a  course  in  economic  theory  that  the  teacher  learned 
in  college  or  university.  This  new  method  will  undoubtedly  be  the  next 
development  in  the  teaching  of  economics  in  high  schools. 

A  logical  way  to  approach  the  subject  under  this  plan  is  from  the 
standpoint  of  the  course  pursued  and  the  instruments  used  in  the  conversion 
of  raw  materials  into  finished  products  and  getting  them  into  the  hands 
of  ultimate  consumers.  Raw  materials  must  be  manufactured  into  finished 
products ;  these  products  must  be  transported  to  and  sold  in  a  market ; 
something  must  be  given  in  exchange  for  them — money  or  some  form  of 
credit ;  all  of  these  processes  must  be  so  organized  that  the  work  will  be 
done  efficiently,  and  in  all  of  these  processes,  also,  two  points  of  view  must 
be  harmonized;  namely,  the  individual  point  of  view  and  the  social  point 
of  view. 

In  these  processes,  therefore,  we  have  suggested  the  main  divisions 
of  the  subject  around  which  the  courses  should  be  developed.  The  first 
year  would  be  devoted  to  a  study  of  raw  materials  and  manufactured 
products  with  especial  reference  to  place,  and  might  properly  be  called 
"Elementary  Economic  Geograhy."  The  title  for  the  second  year's  work 
suggests  itself,  i.  e.,  "Transportation  and  Markets."  Although  logically  the 
next  course  would  pertain  to  money,  banking,  credits,  and  collections,  in 
practice  it  is  better  to  defer  these  studies  until  a  foundation  has  been  laid 
in  commercial  law.  Consequently,  the  third  year  would  be  given  to  business 
organization  and  the  applications  of  commercial  law  to  the  various  rela- 
tions of  parties.  In  the  first  half  of  the  fourth  year  money  would  be 
introduced,  banking,  credits  and  collections,  and  in  the  second  half  of  the 
fourth  year  it  would  be  well  to  give  a  summary  of  the  entire  situation  by 
means  of  a  general  course  in  economics.  This  will  allow  all  the  time  that 
can  profitably  be  spent  in  high  school  on  economic  theory,  and  will  be  all 
the  more  effective  because  the  student  has  as  a  foundation  three  and 
one-half  years'  study  of  concrete  situations. 

The  social  viewpoint,  however,  should  not  be  deferred  until  the  course 
in  general  economics  is  given.  It  is  an  essential  element  in  all  of  the  rela- 
tions presented  in  the  concrete  situations,  and  its  significance  will  be  more 
readily  grasped  in  connection  with  the  concrete  situation  than  in  connection 
with  abstract  theory.  Consequently,  the  social  viewpoint  should  have  a 
place  in  the  discussions  from  the  beginning  of  the  first  year  until  the  end 
of  the  fourth  year. 


I 

al 


the  same.  Throughout  the  entire  civiUzed  world  records  and 
correspondence  are  coexistent  with  commercial  transactions  and 
are  used  in  various  ways  other  than  commercial.  In  fact,  the 
time  has  arrived  when  instruction  in  keeping  simple  accounts, 
the  general  principles  of  business  and  the  use  of  the  typewriter 
should  be  a  part  of  the  education  of  every  boy  and  girl,  and 
comparatively  few  there  are  who  enter  commercial  life  who,  at 
some  point  in  their  career,  will  not  find  shorthand  useful  in  their 
progress,  if  not,  indeed,  all  their  lives.  The  use  of  these  subjects 
is  universal ;  instruction  in  them  should  be  equally  universal. 

Place  of  Subjects  in  Curriculum 

Four  Year — High  School 

General  Subjects 

The  place  of  general  subjects  in  the  commercial  program  of 
studies  will  be  determined  by  their  place  in  other  programs  of 
the  school. 

General  Commercial  Subjects 

In  some  schools  commercial  geography  is  given  in  the  second 
year  and  in  others  in  the  first  year.  It  is  the  writer's  opinion 
that  this  subject  should  be  broken  up  into  two  courses,  giving 
elementary  economic  geography  in  the  first  year  and  transpor- 
tation and  markets  in  the  second  year.  A  large  amount  of 
laboratory  work  should  be  given  in  these  courses. 

Commercial  arithmetic  is  usually  given  in  the  first  or  second 
year.  It  is  well  also  to  give  some  advanced  commercial  arithmetic 
and  review  in  the  senior  year. 

Commercial  law  may  be  given  profitably  either  in  the  junior 
or  senior  year,  likewise  business  organization  and  administration, 
and  credits  and  collections.  However,  it  is  preferable  to  have 
commercial  law  precede  credits  and  collections. 

Technical  Commer-cial  Subjects 

Typewriting  may  be  off"ered  as  early  as  the  seventh  year, 
and  at  least  one  year  of  it  should  be  required  of  all  commercial 
students.  If  it  is  begun  in  the  seventh  year,  more  than  one  year 
of  typewriting  should  be  required.  In  the  secretarial  course 
typewriting  should  be  taken  each  year  that  shorthand  is  studied. 

The  year  in  which  shorthand  is  introduced  will  depend  upon 
the  purposes  to  be  served  and  local  conditions.  In  some  schools 
it  is  begun  in  the  ninth  year,  in  others  the  tenth,  and  in  still  others 
in  the  eleventh  year.  As  a  vocational  subject  it  should  not  be 
begun  later  than  the  tenth  year,  giving  two  full  years  to  short- 


hand,  typewriting,  and  transcription,  and  the  twelfth  year  fewer 
periods  of  instruction,  with  at  least  two  periods  a  week  devoted 
to  stenographic  practice.  For  the  latter,  students  may  be  assigned 
to  teachers,  may  assist  in  the  principal's  office,  and,  where  possi- 
ble, arrangements  should  be  made  with  commercial  offices  for 
co-operative  work.  Office  training  and  secretarial  studies  should 
be  introduced  at  this  time. 

It  is  not  sufficient  that  typewriting  be  taught  in  the  type- 
writing room,  shorthand  in  the  shorthand  room,  and  leave  the 
student  to  develop  transcription  alone.  Transcription  should  be 
made  a  part  of  the  course  of  instruction  and  some  of  it  should 
be  done  under  the  supervision  of  the  teacher.  For  this  purpose 
it  is  well  for  teachers  to  combine  the  teaching  of  shorthand  and 
typewriting. 

Bookkeeping,  office  practice,  and  junior  office  occupations 
should  be  begun  in  the  first  year  of  the  four  year  course.  The 
principles  of  bookkeeping  that  are  taught  should  be  taught  thor- 
oughly, but  in  this  year  general  information,  knowledge  of  com- 
mercial papers,  and  office  procedure  are  even  more  important 
than  technical  bookkeeping.  Office  procedure  should  include  the 
following  topics : 

Telephone  practice,  express,  post-office  facilities,  railroad  services, 
banking  practices,  insurance,  merchandising  practices,  commercial 
agencies,  and  how  to  use  business  reference  books. 

By  junior  office  occupations  is  meant  such  occupations  as 
the  following: 

"Messenger,  mail  clerk,  file  clerk,  receiving  clerk,  stock  clerk, 
shipping  clerk,  cashier,  office  machine  operator,  entry  clerk,  order  clerk, 
billing  clerk,  timekeeper,  and  pay-roll  clerk."  (F.  G.  Nichols.)  Practice 
is  an  essential  part  of  this  training. 

Business  writing  should  be  given  in  the  first  year. 

Retail  selling  is  given  in  the  third  and  fourth  years.  Part- 
time  store  practice  is  a  vital  element  in  making  this  instruction 
effective. 

Junior  High  School 

The  organization  of  junior  high  school  courses  of  study  has 
been,  and  is,  a  matter  of  experimentation.  In  no  phase  of  the 
work  are  ideas  more  unsettled  than  with  regard  to  commercial 
subjects.  In  some  cases  failure  has  resulted  because  too  much 
was  attempted,  and  equally  unsatisfactory  results  in  other  cases 
because  of  a  lack  of  the  proper  kind  of  teaching.  It  is  useless 
to  expect  satisfactory  results  unless  teachers  thoroughly  qualified 
by  training  and  experience  are  employed  to  teach  commercial 
subjects. 

8 


But  the  junior  high  school  has  come  to  stay,  and  some  kind 
of  commercial  training  is  adaptable  to  that  state  of  education, 
just  as  other  subjects  are  adaptable.  The  adaptation  challenges 
all  our  training,  experience,  and  best  thought.  The  suggestions 
herein  contained  are  based  upon  the  results  of  experimentation 
in  various  parts  of  the  country  and  the  "raison  d'etre"  of  the 
junior  high  school.  It  is  earnestly  hoped  that  they  may  be  useful 
to  those  who  are  responsible  for  the  organization  of  such  courses. 

Fundamental  Considerations 

The  junior  high  school  program  of  studies  must  be  arranged 
to  meet  the  needs  of  two  classes  of  students — those  who  will 
leave  school  at  the  end  of  the  junior  high  school  course  and 
those  who  will  go  to  the  senior  high  school.  While  commercial 
education  is  essentially  vocational,  the  instruction  in  commercial 
subjects  given  in  the  junior  high  school  is  not  highly  specialized, 
because  the  employment  of  boys  and  girls  of  that  age  does  not 
require  highly  specialized  work,  but  rather  work  that  requires  a 
knowledge  of  office  details  and  general  intelligence. 

It  should  be  borne  in  mind  that  all  of  the  English,  mathe- 
matics, and  social  studies  that  a  great  many  of  these  boys  and 
girls  will  get  under  instruction  will  be  that  given  in  the  junior 
high  school.  In  view  of  this  fact,  the  very  best  training  for 
citizenship  that  is  possible  should  be  given. 

In  addition  to  preparation  for  intelligent  citizenship,  the 
junior  high  school  commercial  program  should  attempt  as  thor- 
ough preparation  as  possible  in  the  simple  details  of  office  pro- 
cedure for  which  boys  and  girls  of  that  age  are  employed. 

One  of  the  principal  functions  associated  with  the  junior 
high  school  has  been  that  of  offering  an  enriched  curriculum — 
try-out  courses — for  the  purpose  of  determining  special  aptitudes 
of  students  and  assisting  in  the  work  of  vocational  guidance. 

These  four  objectives,  therefore — citizenship,  elementary 
commercial  training,  contemplation  of  senior  high  school,  and 
vocational  guidance — are  the  starting  points  for  organizing  the 
junior  high  school  commercial  program  of  studies. 

Subjects 

English.  The  courses  in  English  should  emphasize  oral  as 
well  as  written  expression.  In  the  latter  half  of  the  junior  high 
school  period  emphasis  should  be  put  on  word  study,  the  sentence, 
the  paragraph,  simple  unit  compositions,  such  as  business  letters, 
brief  narratives  and  descriptions;  parts  of  speech,  punctuation, 
and  capitalization.    The  courses  should  be  replete  with  drills. 

9 


Social  Studies.  Emphasis  should  be  put  upon  American 
history  and  civics,  with  special  attention  to  local  affairs.  Some 
industrial  and  commercial  history  should  be  given,  and  enough 
English  political  history  for  an  intelligent  understanding  of 
American  history. 

Geography.  Commercial  or  economic  geography  will  not 
take  the  place  of  the  regular  geography  taught  in  the  grades. 
Elementary  economic  geography  should  be  preceded  by  sufficient 
physical  geography  to  give  that  knowledge  of  the  planet  on  which 
we  live  that  every  intelligent  perscjn  should  have.  These  courses 
should  cont-ain  a  great  deal  of  laboratory  work. 

Mathematics.  In  mathematics  it  is  especially  important  to 
bear  in  mind  that  many  boys  and  girls  will  not  continue  their 
school  education  beyond  the  junior  high  school,  and  that  they 
should  have  an  appreciation  of  special  relations  and  a  knowledge 
and  an  understanding  of  simple  algebraic  formulae.  Conse- 
quently, they  should  be  taught  not  only  the  applications  of  arith- 
metic to  commercial  problems,  but  also  intuitive  geometry  and 
elementary  algebra.  Moreover,  they  will  be  getting  the  mathe- 
matics that  they  should  have  in  case  they  go  to  the  s-enior  high 
school. 

Business  Writing  and  Spelling.  Practice  should  be  given  in 
neat,  legible,  rapid  handwriting  for  business  purposes,  which 
should  include  writing  figures  in  bookkeeping  columns.  While 
spelling  should  be  taught  with  English,  it  is  a  simple  matter  to 
combine  this  work  with  penmanship  ])ractice  on  words  and  sen- 
tences, thereby  supplementing  the  English  work.  There  is  no 
danger  of  too  much  duplication  of  any  of  the  English  subjects, 
which  should  have  the  co-operative  efforts  of  all  teachers. 

Drawing.  Drawing  is  useful  in  developing  perspective  and 
control  of  the  arm,  and  should  be  included  in  the  course. 

Manual  training  and  printing  for  boys,  and  domestic  science 
and  art  for  girls  are  among  the  established  courses  in  the  en- 
riched program  of  studies  of  the  junior  high  school. 

Typewriting.  In  some  schools  typewriting  is  introduced  in 
the  eighth  year  and  in  others  in  the  seventh.  At  all  events, 
enough  practice  should  be  given  to  develop  a  speed  of  from  thirty 
to  forty  words  a  minute. 

Business  Procedure  and  Junior  Office  Occupations.  In  the 
junior  high  school  organization  it  is  well  to  introduce  business 
procedure  in  the  seventh  year  and  follow  this  in  the  eighth  year 
with  junior  office  occupations. 

Bookkeeping.  Bookkeeping  should  be  introduced  in  the 
ninth  year   and   should   include  supplementary  work   in  applied 

10 


business  arithmetic  and  business  writing.  In  the  bookkeeping 
work,  in  addition  to  instruction  in  keeping  simple  accounts, 
emphasis  should  be  placed  upon  the  relations  of  parties  in 
commercial  transactions  and  commercial  papers.  The  applied 
business  arithmetic  should  be  that  which  is  necessary  in  the  book- 
keeping operations,  and  should  cover  rapid  calculation,  percentage 
and  its  applications  to  interest,  discount,  marking  goods,  profit 
and  loss.  Some  practice  in  business  writing  should  be  given, 
which  will  not  only  prevent  a  deterioration  of  the  handwriting 
acquired  in  previous  years,  but  may  result  in  material  improve- 
ment. 

Shorthand.  In  an  article  on  "The  Junior  High  School 
Movement  and  Its  Relation  to  Modern  Education"  in  The  Inter- 
Mountain  Educator,  Principal  S.  A.  Slack  says : 

"It  is  generally  conceded  by  educational  authorities  that  the  junior 
high  school  through  its  prevocational  work  will  tend  to  fit  each  indi- 
vidual at  least  in  a  general  way  to  become  efficient  in  any  vocation 
which  he  may  follow  in  later  years." 

Stenographic  work  is  a  vocation  which  a  great  many  follow 
in  later  years,  and  it  is  difficult  to  see  how  the  junior  high  school 
can  completely  fulfill  its  mission  of  offering  try-out  courses  if 
shorthand  is  not  offered  as  a  prevocational  subject.  If  this  is  not 
done  those  who  want  to  try  shorthand  must  do  so  either  in  the 
senior  high  school  or  in  other  schools  after  they  leave  the  junior 
high  school.  In  this  respect,  these  students  are  no  better  off  than 
they  were  before  the  junior  high  school  was  organized,  and  the 
new  organization  will,  to  some  extent,  fail  in  reducing  the  mor- 
tality that  it  is  supposed  to  reduce. 

The  opinions  of  some  of  the  authorities  on  this  subject  are 
clearly  indicated  in  the  following  quotations : 

"I  know  of  no  better  place  to  begin  the  teaching  of  shorthand  than 
in  the  seventh  grade  unless,  possibly,  it  would  be  in  the  sixth.  The 
children  are  better  adapted  to  the  study  at  this  time  and  it  would  be  a 
great  help  to  them  in  their  study  of  languages  and  other  subjects  in 
the  future." — J.  H.  Francis,  formerly  Superintendent  of  Schools,  Colum- 
bus, Ohio,  and  Los  Angeles,  Cal. 

"1  believe  that  there  can  be  no  good  argument  used  against  short- 
hand introduction  in  the  ninth  year  of  the  course,  and  for  my  part,  I 
would  go  even  further  and  introduce  it  at  the  beginning  of  the  eighth 
year  for  those  who  wish  to  take  a  short  course  in  commercial  subjects 
and  leave  school  at  the  end  of  the  ninth  year, 

"The  work  in  stenography  in  the  eighth  year  is  partly  prevocational 
in  that  it  makes  it  possible  to  separate  those  who  have  real  ability  for 
shorthand  from  those  who  have  little  ability  for  it,  and  this  can  be 
accomphshed  quite  early  in  the  school  course,  and  it  eliminates  much 
waste  of  time  in  a  student's  preparation  for  shorthand.  After  the 
course  has  been  given  in  the  eighth  year  those  who  take  it  have  real 
abiHty  and  are  able  to  go  faster  with  their  work  in  the  ninth  year. 

11 


• 


"You  will  find  many  teachers  who  object  to  teaching  shorthand  to 
students  so  young  as  those  of  the  eighth  and  ninth  years,  but  I  believe 
that  you  will  find  that  the  difficulty  rests  not  with  the  subject  or  the 
students  but  with  the  inability  of  the  teacher  to  teach  students  so  young 
and  immature  as  those  we  find  in  the  eighth  and  ninth  years.  Given  a 
well  prepared  and  properly  trained  teacher  of  shorthand,  one  who  knows 
the  psychology  and  pedagogy  necessary  to  teach  eighth  year  boys  and 
girls,  and  I  feel  quite  sure  of  the  success  that  can  be  gained  by  teaching 
shorthand  in  the  junior  high  school. 

"If  I  had  my  choice  between  a  course  in  ancient  language  in  the 
eighth  year  and  stenography  in  the  eighth  year  for  my  boy  or  girl,  I 
should  choose  stenography  rather  than  the  language,  for  I  feel  quite 
certain  more  valuable  training  and  information  will  be  received  from 
the  former  than  from  the  latter." — B.  G.  Graham,  Superintendent  of 
Schools,  New  Castle,  Pa. 

"We  are  not  attempting  to  teach  shorthand  in  the  junior  high 
schools  primarily  from  the  vocational  point  of  view  and  so  pay  little 
attention  to  that  part  of  our  senior  high  school  course  of  study  which 
has  to  do  with  advanced  dictation  and  the  technical  training  of  a  stenog- 
rapher. Those  persons  who  are  at  present  arguing  against  the  introduc- 
tion of  shorthand  in  the  junior  high  schools  appear  to  me  to  be  arguing 
from  the  vocational  point  of  view  solely  and  are  overlooking  objectives 
that  are  just  as  important,  if  not  more  important,  than  the  vocational. 

"We  find  that,  if  we  do  not  give  shorthand  to  those  junior  high 
school  students  who  practically  demand  it  of  us,  we  lose  them  to  the 
commercial  schools,  thereby  losing  the  opportunity  to  make  shorthand 
a  feeder  for  the  senior  high  school.  We  have  noticed  no  tendency  on 
the  part  of  the  junior  high  school  graduates  to  drop  out  of  school  at  the 
end  of  the  ninth  year  because  of  the  fact  that  they  have  been  given  some 
shorthand.  On  the  contrary,  our  tenth-year  promotions  are  increasing 
and  the  number  of  our  commercial  students  who  graduate  from  the 
senior  high  school  is  growing." — Clyde  I.  Blanchard,  Director  of  Com- 
mercial Education  and  Practice,  Berkeley,  California. 

Professor  George  Archibald  Clark  of  Leland  Stanford 
Junior  University  has  ably  discussed  the  subject  in  a  paper  from 
which  the  following  is  quoted : 

"The  business  man  has  no  monopoly  on  the  need  which  the  stenog- 
rapher meets.  His  mother,  wife,  daughter,  all  his  relatives,  male  and 
female — the  rank  and  file  of  humanity  who  write  and  receive  letters — 
experience  the  same  need.  Each  individual  cannot  have  a  stenographer 
at  hand,  but  each  individual,  by  possessing  this  mere  brief  form  of 
writing,  can  be  his  or  her  own  stenographer.  The  art  which  saves  time 
and  labor  to  the  employer  will  also  save  time  and  labor  to  the  individual. 

"We  have  not  confined  the  use  of  the  telephone  to  business  matters — 
to  communications  between  business  men  and  business  houses.  We  have 
taken  it  into  the  home  and  the  club  and  have  utilized  its  services  in  all 
social  and  friendly  as  well  as  business  intercourse.  The  same  is  true  of 
the  telegraph,  forms  of  rapid  transit,  and  labor-saving  devices  of  all 
kinds.     Why  should  we  limit  the  usefulness  of  shorthand  to  business? 

"The  place  of  the  work  is  in  the  sixth,  seventh,  and  eighth  grades 
of  our  public  schools.  Boys  and  girls  at  that  age  are  best  adapted  to 
the  work.  Few  boys,  at  least,  pass  through  that  age  without  inventing 
some  form  of  secret  writing  resembling  shorthand.  Reading  and  writ- 
ing by  means  of  the  ordinary  alphabet  will  have  been  acquired,  elim- 
inating possible  confusion  from  the  phonetic  form  of  shorthand. 
Longhand  penmanship  is  still  a  subject  of  practice.  The  routine  move- 
ments and  drills  would  be  practically  the  same  for  the  new  form  of 

12 


writing.  The  work  of  instruction  would  be  taken  up  very  gradually, 
covering  a  period  of  three  years.  The  intention  would  not  be  to  discard 
longhand.  Longhand  would  remain,  but  as  a  luxury,  not  a  necessity. 
Those  preferring  it  could  use  it,  just  as  those  who  prefer  walking  or 
the  horse  as  a  means  of  locomotion  are  at  liberty  to  use  them,  eschewing 
the  steam  cars  or  the  automobile. 

"What  I  am  suggesting  is  not  the  inlliction  upon  the  pupils  of  the 
sixth,  seventh,  and  eighth  grades  of  what  we  know  as  the  technical  train- 
ing of  the  stenographer.  It  is  merely  the  task  of  learning  a  new  alpha- 
bet of  forty  characters  and  some  simple  rules  for  its  use,  the  whole  thing 
not  exceeding  m  complexity  or  extent  the  present  instruction  in  long- 
hand penmanship.  The  practice  Hke  that  of  longhand  would  be  on  the 
two  or  three  thousand  common  words,  the  vocabulary  of  these  grades 
and  of  ordinary  intercourse.  It  is  a  fact  that  two  thousand  of  the  most 
common  words  of  the  English  alphabet  can  be  written  and  are  written, 
even  by  the  most  expert  stenographer,  with  no  other  principles  of 
shorthand  than  those  comprised  in  the  simple  alphabet. 

"The  early  introduction  of  shorthand  in  its  simpler  aspects  into  the 
grades  would  eliminate  this  difficulty  and  lay  a  foundation  for  more 
rapid  advancement  in  the  professional  side  of  the  art  when  the  high 
school  work  is  reached.  On  this  ground  alone,  if  no  thought  of  possible 
introduction  of  shorthand  as  a  means  of  general  writing  entered  into  the 
matter,  it  would  be  the  part  of  wisdom  to  begin  the  work  of  instruction 
and  practice  on  the  alphabet  of  shorthand  in  the  grades. 

"I  have  purposely  left  little  space  for  the  purely  educational  value 
of  shorthand.  This  has  been  emphasized  over  and  over  again.  I  yield 
to  none  in  appreciation  of  its  discipUnary  value.  An  adequate  course 
of  instruction  in  the  art  is  a  liberal  course  in  English.  Such  a  course 
enforces  in  an  effective  manner  attention  and  concentration.  It  quickens 
the  senses  of  sight  and  hearing.  It  compels  prompt  decision  and  instant 
action.     These  are  elements  of  the  highest  educational  value. 

"This  is  the  age  of  manual  training.  Shorthand  is  a  form  of  manual 
training.  The  hand  and  brain  are  trained  together.  The  effort  to  gain 
speed,  to  equal  the  rate  of  a  speaker,  has  in  it  for  the  young  the  inspira- 
tion, the  fascination,  of  the  racing  contest.  And  there  is  the  accompany- 
ing art  of  typewriting  which  is  pure  manual  training.  A  room  full  of 
typewriters  would  be  as  attractive  to  the  boy  or  girl  of  the  sixth,  seventh, 
or  eighth  grades  as  a  room  full  of  benches  and  tools,  and  the  boy  or 
girl  who  is  going  out  into  the  business  world  has  as  much  right  to  such 
training  as  the  boy  who  is  going  out  to  a  trade  has  to  the  training  of  the 
workshop  with  its  tools." 

Miss  Elizabeth  Starbuck  Adams  of  San  Francisco,  writing 
in  the  American  Shorthand  Teacher,  gives  a  very  clear  analysis 
of  the  value  of  "Gregg  Shorthand  as  a  Language  Study." 

"Has  the  study  of  Gregg  Shorthand  in  the  high  school  any  value 
other  than  as  a  vocational  subject?  From  a  careful  analysis  of  the 
essential  elements  of  French  and  Shorthand,  I  am  convinced  that  in  a 
high  school  course  in  Gregg  Shorthand,  lasting  two  years,  the  training 
of  the  mental  and  physical  powers  of  the  student  is  quite  equal  to  the 
training  from  a  two-year  course  in  a  foreign  language. 

"The  language  study  trains  eye,  ear,  and  vocal  cords  to  form  new- 
associations  for  the  expression  of  ideas  through  a  new  medium.  Short- 
hand study  trains  eye,  ear,  and  hand  for  a  similar  purpose,  to  express 
ideas  or  spoken  words  in  a  new  medium.  In  both  cases  there  is  the 
common  element  of  changing  language  from  one  form  to  another: 
English  to  French,  French  to  English;  speech  to  shorthand,  shorthand 
to  the  written  transcript. 

13 


The  process  of  learning  and  applying  rules  of  French  grammar  is 
almost  identical  with  the  process  of  learning  and  applying  the  principles 
of  Gregg  theory, 

"In  both  studies  many  new  associations  must  be  established  in  the 
beginning,  associations  that  have  strong  similarity  in  their  fundamental 
elements.  In  French  (I  use  French  rather  than  Spanish  to  illustrate  my 
points  because  I  am  more  familiar  with  that  language)  the  beginner  has 
to  acquire  a  whole  new  field  of  memory  facts  and  associations,  new 
phonetics  for  the  alphabet,  new  vocabulary  with  new  pronunciations,  and 
new  rules  for  grammatical  constructions.  In  shorthand  the  beginner 
has  to  acquire  a  new  alphabet,  a  combination  of  phonetics  associated 
with  the  shorthand  outline,  and  new  rules  or  principles  for  the  use  of 
this  new  alphabet  of  symbols,  all  these  facts  to  be  assimilated  and  co- 
ordinated to  give  the  power  for  a  quick,  automatic  response  to  the 
stimulus  of  the  spoken  words.  The  complexity  of  this  process  taxes  the 
student  to  a  greater  degree  than  the  demands  made  in  the  early  stages 
of  learning  a  foreign  language.  There  is  a  definite  standard  of  accom- 
plishment set  by  the  nature  of  shorthand  that  is  lacking  in  the  language 
study. 

"Both  studies  help  establish  more  firmly  principles  in  English,  idioms 
of  good  usage,  spelling,  punctuation,  and  precision  in  the  use  of  words. 
Shorthand  has  a  v/ider  range  in  this  particular  than  is  possible  in  a 
two-year  course  of  language.  In  French  the  reading  and  writing  exer- 
cises are  confined  to  the  simplest  sort  of  content  by  the  limited  vocabu- 
lary. In  shorthand,  on  the  contrary,  once  the  theory  of  Gregg  is 
learned,  the  content  of  the  reading  and  dictation  matter  has  no  limita- 
tions. A  glance  over  the  table  of  contents  of  Speed  Studies  or  the  list 
of  classics  now  published  in  Gregg  Shorthand  outlines  will  convince  the 
most  skeptical  that  there  is  a  distinct  cultural  value  in  the  type  of 
English  selections  used, 

"That  shorthand,  well  learned,  is  an  invaluable  tool  to  the  learner  is 
outside  the  question  under  discussion,  as  is  the  fact  that  two  years  of 
French  has  little  value  unless  the  study  of  the  language  is  pursued 
longer.  But,  if  my  conclusion  is  sound  that  the  training  received  from 
a  two-year  course  in  shorthand  is  on  a  par  with  the  training  from  a  two- 
year  course  in  a  foreign  language,  we  may  look  confidently  forward  to 
the  day  when  educational  authorities  will  recognize  shorthand  as  a 
language  study  with  a  value  quite  apart  from  its  vocational  nature,  a 
specific,  correlated  value  in  helping  to  establish  better  usage  of  English. 

"The  following  outline  presents  the  similarities  of  the  two  types  of 
studies  through  a  comparative  analysis  of  their  common  elements." 

Gregg  Shorthand  as  an  Equivalent  of  Two  Years'   Course 
in  a  Foreign  Language 

Content 
Foreign   Language  Gregg    Shorthand 

I.  Alphabet  I.  Alphabet    (symbols) 

a.  Phonics  a.  Phonics 

b.  Spelling  b.  Spelling 

c.   Penmanship 
II.  Vocabulary  Building  TI.  Vocabulary  Building 

a.  Words  in  lists  a.  Words  based  on  phonics 

b.  Idioms  b.   Phrases 

c.  Verb  drills  c.  Wordsigns 

d.  Words  in  context  d.   Words  in  context 

III.  Rules  of  Syntax  III.  Principles  of  Shorthand 

IV.  Exercises  IV.   Exercises 

a.  Writing  words  and  sentences  a.  Writing  words  and  sentences 

b.  Reading  in  foreign  language  b.  Reading  in  shorthand  outlines 

1.  Sentences  1.  Sentences 

2.  Simple  stories  2.  Simple  stories 

3.  Easy  classics  3.  Classics    of    any    degree    of 

difficulty,    once   the   theory 
of  shorthand  is  learned 

14 


Training 
I.  Physical 

a.  Ear   and    vocal    powers   through 
oral  drills 
II.  Mental 

a.  Through  development  and  ap- 
plication of  rules  of  syntax, 
drills  in  vocabulary,  and  trans- 
lation, the  following  powers 
are  developed 

1.  Memorizing 

2.  Analysis 

3.  Discrimination 

III.  Cultural 

a.  A    foundation    vocabulary    in    a 

foreign  language  with  slight 
increase  in  English  vocabulary. 
The  selections  used  for  trans- 
lation are  limited  to  simplest 
kind  of  language  content 

b.  An      intensive      knowledge      of 

grammatical  values 


Value 

I.  Physical 

a.   Ear  and  hand  through  dictation 
drills 
II.  Mental 

a.  Through  the  development  and 
application  of  the  principles, 
dictation  and  transcription, 
the  following  powers  are  de- 
veloped 

1.  Memorizing 

2.  Analysis 

3.  Discrimination 

4.  Quick  decision 
III.  Cultural 

a.  An  enlarged  vocabulary  in  Eng- 

lish. The  matter  used  in  read- 
ing and  dictation  is  selected 
informative  content  and  liter- 
ary value  with  no  limitations 
imposed  by  complexity  of  vo- 
cabulary 

b.  A  practical  working  knowledge 
of  nales  of  syntax  and  punctua- 
tion 


Accomplishment 


The  pupil  has  gained  a  foundation  merely. 
Unless  the  study  is  cari-ied  beyond,  the 
two  years  are  practically  wasted.  Three 
to  four  years  are  needed  to  acquire  a 
reading  ability  sufficient  to  permit  ap- 
preciation of  the  literature  of  a  foreign 
language 


The  pupil  has  gained  in  English  a  good 
working  vocabulary  which  he  can  spell 
correctly.  He  has  learned  to  apply  the 
rules  of  punctuation  and  syntax.  He 
has  gained  a  skill  of  practical  value 
that  empowers  him  to  earn  his  living, 
or,  if  he  is  to  take  up  college  work,  he 
has  a  skill  that  may  be  of  infinite  ser- 
vice, applied  to  any  subject.  With 
specific  skill  in  shorthand,  the  pupil 
has  gained,  through  a  fine  co-ordina- 
tion of  mind  and  body,  a  certain  poise 
and  power  of  endurance  well  worth 
while. 

If  shorthand  is  elected  in  the  junior  high  school  and  con- 
tinued in  the  senior  high,  three  problems  will  arise : 

1.  There  will  in  all  probabiUty  be  some  students  in  the  secre- 
tarial course  in  the  tenth  year  who  have  some  knowledge  of 
shorthand  by  reason  of  their  study  of  it  in  the  junior  high  school, 
and  others  who  have  no  knowledge  of  it.  This  will  require  a 
separate  organization  of  classes. 

2.  A  problem  also  arises  with  regard  to  the  amount  of  time 
to  be  devoted  to  shorthand.  Where  shorthand  is  begun  in  the 
junior  high  school  fewer  periods  a  week  may  be  devoted  to  it  so 
that  the  total  number  of  points  of  credit  accumulated  in  both 
junior  and  senior  high  schools  will  not  exceed  the  total  that  the 
student  would  be  allowed  if  he  commenced  the  study  of  short- 
hand in  the  senior  high  and  had  a  more  intensive  course. 

3.  It  is  necessary  to  consider  carefully  the  problem  of  transi- 
tion from  the  junior  to  the  senior  high  school.  In  order  that 
this  may  be  done  most  advantageously  and  satisfactorily  the 
shorthand  work  in  the  latter  part  of  the  last  year  of  the  junior 
high  school  should  be  so  organized  that  it  will  connect  easily  and 
naturally  with  the  shorthand  work  in  the  first  part  of  the  first 
year  of  the  senior  high  school, 

15 


Separate  Organization  Not  Required 

It  is  not  necessary  that  there  be  a  separate  organization  of 
the  junior  high  school  in  order  that  commercial  work  may  be 
introduced  in  the  seventh  and  eighth  years.  The  kind  of  com- 
mercial work  that  is  given  in  these  years  in  the  junior  high  school 
can  be,  and  often  is,  given  in  the  same  years  of  the  elementary 
school  without  a  separate  organization. 

Provision  for  Students  Not  Enrolled  in  the  Commercial 
Department 

It  frequently  happens  that  there  are  a  number  of  students 
who  do  not  want  to  take  the  entire  commercial  program  of 
studies,  preferring  to  take  the  major  part  of  their  work  in  an 
academic  department,  but  desiring  certain  commercial  subjects 
in  conjunction  with  their  academic  work.  Commercial  subjects 
should  be  made  elective  in  their  appropriate  years  for  such 
students. 

In  the  case  of  shorthand  and  typewriting  the  writer's  experi- 
ence and  observation  have  led  to  the  conclusion  that  it  is  better 
to  allow  these  subjects  to  be  elected  for  two  years  than  to  provide 
an  intensive  one-year  course.  The  one-year  course  has  been  used 
as  an  expedient  for  academic  students  who  desire  some  com- 
mercial work  either  before  or  immediately  after  graduation.  It 
has,  however,  some  disadvantages  that  are  obviated  by  allowing 
shorthand  and  typewriting  to  be  elected  as  a  part  of  the  student's 
work  for  two  or  three  years.  The  situation  may  be  summarized 
as  follows: 

1.  A  one-year  intensive  course,  if  complete,  requires  so  much  work 
of  the  student  that  it  leaves  little  or  no  time  for  school  activities  and 
becomes  a  grind. 

2.  Such  a  course  requires  double  periods  of  shorthand  and  type- 
writing. One  year  of  double  periods  is  not  equivalent  in  results  to  two 
years  of  single  periods.  This  is  probably  because  of  the  part  that  the 
time  element  plays  in  any  kind  of  education. 

3.  A  minor  consideration  is  that,  if  commercial  subjects  are  elective 
in  their  appropriate  years,  the  organization  of  the  program  is  simpler 
and  easier  and  the  program  itself  is  more  elastic  than  is  the  case  with 
an  intensive  course  where  double  periods  are  required. 

In  order  to  give  a  concrete  idea  of  the  organization  of  com- 
mercial programs  of  study  and  the  time  and  credit  allowed 
various  subjects,  some  of  them  actually  in  use  are  printed  below. 


16 


TENTATIVE  COMMERCIAL  CURRICULUM 
Pittsburgh  Public  Schools 


9B 

REQUIRED 

English  1  and  "Word  Study 
Business  Arithmetic  1  (Math.  10) 
Handwriting 
Science  1 

MAY  ELECT  ONE 

Music 

Mechanical  Drawing 

Art 

Crafts 

Shop 

Cooking 

Sewing 
**Bookkeeping  1 
**  Shorthand 
*Typewriting 


9A 

REQUIRED 

English  2  and  Word  Study 
Business  Arithmetic  2  (Math.  11) 
Bookkeeping  1 
Science  2 

MAY  ELECT  ONE 
Music 

Mechanical  Drawing 
Art 
Crafts 
Shop 
Cooking 
Sewing 
**Bookkeeping  2 
**Shorthand 
♦Typewriting 


10  B 

REQUIRED 

English  3 
Commerce  1 
Bookkeeping  2 
European  History  1 

MAY  ELECT  ONE 
Science 
Language 
Mathematics 
Music 

Mechanical  Drawing 
Art 
Crafts 
Shop 
Cooking 
Sewing 
**Bookkeeping 
**Shorthand 
*Typewriting 


lOA 

REQUIRED 

English  4 

Commerce  2  and  Social  Problems 

One  elective  t 

European  History  2 

ELECT  ONE  OR  MORE 

Bookkeeping  3 

Science 

Language 

Mathematics 

Music 

Mechanical  Drawing 

Art 

Crafts 

Shop 

Cooking 

Sewing 
**Bookkeeping 
**Shorthand 
^Typewriting 


ACCOUNTANCY 
GROUP 

11  B 

REQUIRED 
English  5 
Business  Law 
Bookkeeping  4 
Typewriting  1 

MAY  ELECT  ONE 
Language 
Mathematics 
Chemistry 
Physics 
♦Shorthand  1 
Music 

Mechanical  Drawing 
Art 
Crafts 
Shop 
Cooking 
Sewing 


SECRETARIAL 
GROUP 

11  B 

REQUIRED 

English  5 
Business  Law 
Shorthand  1 
Typewriting  1 

MAY  ELECT  ONE 
Language 
Mathematics 
Chemistry 
Physics 
Bookkeeping 
Music 

Mechanical  Drawing 
Art 
Crafts 
Shop 
Cooking 
Sewing 


SALESMANSHIP 
GROUP 

11  B 

REQUIRED 
English  5 
Business  Law 
Artl 
Typewriting  1 

MAY  ELECT  ONE 
Language 
Mathematics 
Chemistry 
Physics 
♦Shorthand  1 
Music 

Mechanical  Drawing 
Crafts 
Shop 
Cooking 
Sewing 


t  Note  :     Students  taking  the  Accountancy  course  must  elect  Bookkeeping  3. 
*  No  credit  will  be  given  toward  graduation  for  less  than  two  credits  in  this  subject. 
**  May  be  elected  by  permission  of  the  Superintendent  of  Schools. 

17 


ACCOUNTANCY 
GROUP 

11  A 

REQUIRED 
English  6 

Business  Organization 
Bookkeeping  5 
Typewriting  2 

MAY  ELECT  ONE 
Language 
Mathematics 
Chemistry 
Physics 
*  Shorthand  2 
Music 

Mechanical  Drawing 
Art 
Crafts 
Shop 
Cooking 
Sewing 

12  B 

REQUIRED 

English  7 
American    History 
Salesmanship  1 
One  elective 


SECRETARIAL 
GROUP 

llA 

REQUIRED 
English  6 

Business  Organization 
Shorthand  2 
Typewriting  2 

MAY  ELECT  ONE 
Language 
Mathematics 
Chemistry 
Physics 
Bookkeeping 
Music 

Mechanical  Drawing 
Art 
Crafts 
Shop 
Cooking 
Sewing 

12  B 

REQUIRED 
English   7 
American  History 
Shorthand  3 
Typewriting  3 


ELECT  ONE  OR  MORE       MAY  ELECT  ONE 


Language 

Mathematics 

Chemistry 

Physics 

Expressional    English 

Bookkeeping  6 

Shorthand  3 

Typewriting  3 

Music 

Mechanical  Drawing 

Art 

Crafts 

Shop 

Cooking 

Sewing 


Language 

Mathematics 

Chemistry 

Physics 

Salesmanship 

Expressional    English 

Music 

Mechanical  Drawing 

Alt 

Crafts 

Shop 

Cooking 

Sewing 


SALESMANSHIP 
GROUP 

11  A 

REQUIRED 
English   6 

Business     Organization 
Commercial   Design 

Typewriting  2 

MAY  ELECT  ONE 
Language 
Mathematics 
Chemistry 
Physics 
^Shorthand  2 
Music 

Mechanical  Drawing 
Art 
Crafts 
Shop 
Cooking 
Sewing 

12  B 

REQUIRED 

English  7 
American    History 
Salesmanship   1 
One  elective 

ELECT  ONE   OR  MORE 

Language 
Mathematics 
Chemistry 
Physics 

Expressional    English 
''Shorthand  3 
Typewriting  3 
Art 
Music 

Mechanical   Drawing 
Crafts 
Shop 
Cooking 
Sewing 


12  A 

REQUIRED 

English  8 

American   History  and 

Civics 
One  elective 
Economics 


12  A 

REQUIRED 
English   8 
American   History  and 

Civics 
Stenographers'    Office 
Practice   (2  periods) 
Economics 


12A 

REQUIRED 

English  8 

American   History   and 

Civics 
Salesmanship    2    and 

Advertising 
Economics 


ELECT  ONE  OR  MORE    MAY  ELECT  ONE 


Language 

Mathematics 

Chemistry 

Physics 

Music 

Mechanical   Drawing 

Art 

Crafts 

Cooking 

Sewing 


Language 

Mathematics 

Chemistry 

Physics 

Expressional    English 

Shorthand  4 

Salesmanship    2    and 

Advertising 
Handwriting  and  Text 

Lettering 
Music 

Mechanical  Drawing- 
Art 
Crafts 
Shop 
Cooking 
Sewing 

*  No  credit  will  be  given  toward  graduation  for  less  than  two  credits  in  this  subject. 

18 


MAY  ELECT  ONE 
Language 
Mathematics 
Chemistry 
Physics 

Expressional    English 
Typewriting 
Art 
Handwriting  and  Text 

Lettering 
Music 

Mechanical   Drawing 
Crafts 
Cooking 
Sewing 


FOUR-YEAR 
In 


COMMERCIAL 
New  York  City 
SECRETARIAL 


COURSE 


Terms    1        2       3       4       5       6       7       8 

Required    hours 30     25     18     18     15     20     23     15     14%  units  required 

Elective    houi-s 3 1^  units  elective 

Total    hours 18       units  to    graduate 

English     5       5       5       5       5       5       5       5 

Civics    .■ .  .        5 

N,  Y.  Industries 5* 

Economic    Geography 5*     5* 

Commercial    Law ^ 5*   .  . 

Secretarial   Studies 5     .. 

Economics 5 

Current  Economic   Probl's 

Stenography     5       5       5       5 

Typewriting     4       4       4       4       2       2      .. 

Problems  in  Office  Prac- 
tice and  Management 

General  Science  or  House- 
hold Arts   5*     5* 

Accounting     5       5       5*     5* 

American  History . .      .  •        5       5 

Drawing    2       2 

Commercial    Art 

Music     1 

Physical     Training.......        3 

Commercial   Mathematics  . 

Modern  Language  5 

Chemistry    

Physics    

Materials  of  Commerce 

Salesmanship     

Household    Arts 

Modern  European  History 


(Steno.  &  Typewr.  to  be 
programmed  as  one  sub- 
ject in  the  5th  and  6th 
terms) 


5*     5*     5'' 


5* 


5*     5* 
5*     5* 


5*     5=! 
,  .        5=" 


ACCOUNTING 

Terms    1        2       3 

Required     30     25     14 


Elective 


4       5       6       7       8 
14     13     23     23     13     15 
3 


units  required 
units  elective 


Total 18       units  to   graduate 


English    

Music     

Drawing     

Physical    Training 

Typewriting    

Civics    

N.   Y.  Industries 

Economic    Geography 

Commercial    Law 

Business    Procedure 

Economics    

Current   Economic   Probl's 

Accounting    

General  Science  or  House- 
hold Arts 

American    History 

Commercial  Mathematics  . 

Modern   Languages 

Mod.   European   History.  , 

Chemistry 

Physics    

Commercial   Art 

Statistics    

Math,   of  Investment 

Materials   of  Commerce. .  . 

Salesmanship    

Household    Arts 


(One-half   unit  of  N.   Y. 

5* Industries     or     Economic 


5 

5      .. 

5 

5*     5* 


Geography   required) 


..  ..       5       5     .. 

5* (One  unit  of  Commercial 

5*  5*     5*     5*     5*   Mathematics    required) 

5*  5*   ..      ..      .. 

5* 


5*     5^ 


5*   .. 

5*     5^ 
5*     5" 


*  Elective. 

Note  1.  Only  pupils  whose  general  rating  in  the  eighth  grade  is  "A"  or  those 
whose  rating  is  "B"  plus,  and  who  are  certified  by  the  principal  as  having  especial 
language  ability,  may  elect  a  modern  language  in  the  first  term.  If  a  modern  language 
is  offered  for  credit  toward  graduation,  not  less  than  two  units  will  be  accepted. 

Note  2.  Pupils  whose  rating  in  English  is  below  70  per  cent  may  not  take 
Stenography. 

19    . 


SALESMANSHIP 


Terms  .  . 
Required 
Elective 


12       3       4 
30     25     14     14 


5       6       7       8 
13     18     23     15     15 


units  required 
units  elective 


Total    

English    

Civics    

N.  Y.  Industries 

Economic  Geography 

Commercial   Law 

Economics    

Current  Economic  Probl's 
Merchandising  Textiles... 
Merchandi'g  Non-Textiles 
Salesmanship  &  Manag'nt 

Accounting    

General  Science  or  House- 
hold Arts 

American    History 

Drawing     

Commercial    Art 

Music    

Physical    Training 

Commercial    Mathematics. 

Modem   Languages 

Chemistry    

Physics    

Household   Arts 

Mod.   European   History.  . 

Business    Procedure 

Stenography    

Typewriting    


5       5 
5*   '.'. 


5*     5* 


5* 


18       units  to   graduate 


(N.  Y.  Industries  or  one- 
half  unit  of  Economic 
Geography   required) 


5*     5* 
1      .. 


5*     5* 
5 


5      .. 

'5*   "5* 
3     "3     "3     '3 

5*    '5*    *5*    '5* 

5*  '5*  !!     '.'. 


5*   .. 
5*     5* 


(One   unit   of    Chemistry 
or  Physics  required) 


(Stenography  may  not  be 
elected  without  Typewr.) 


FOREIGN  TRADE 


Terms    

1 
30 

2 
25 

3 
14 

4 
14 

5 
8 

6 
13 

7 
23 

8 
18 

Required     

li^/2  units  required 

Elective    

•• 

•• 

•• 

314  units  elective 

Total    

18       units  to   graduate 

English    

5 

5 

5 

5 

5 

«> 

5 

fi 

Civics    

5 

N.  Y.  Industries 

5* 

Economic    Geography 

5 

5 

Economics    

5 

Current  Economic  Probl's 

5* 

Modern  Language 

5 

5* 

5* 

5* 

s* 

5* 

5* 

5* 

Commercial    Mathematics. 

5* 

5* 

5* 

(One  unit  of  Mathematics 

Foreign  Exchange  &  For- 

required) 

eign  Trade  Procedure . . 

5 

5 

American   History ■ 

5 

5 

Accounting    

5 

5 

5* 

5* 

Typewriting    

4 

4 

4* 

4* 

2* 

2* 

Drawing     

2 

2 

Commercial  Art 

5* 

5* 

5* 

5* 

5* 

5* 

Music    

1 

1 

1 

1 

Physical    Training 

3 

3 

3 

3 

3 

3 

3 

3 

General  Science  or  House- 

hold   Arts. 

5 

5 

•• 

'5* 

'h* 

Mod.    European  History.  . 

Chemistry    

5* 

5* 

Physics    

5* 

5* 

Household    Arts 

5* 

5* 

Materials  of  Commerce. .  . 

5* 

5* 

Salesmanship    

5* 

5* 

Commercial    Law 

5* 

Stenography    

5* 

5* 

5* 

5* 

(Stenography  may  not  be 

Math,  of  Investment 

5* 

5* 

elected  without  Typewr.) 

Statistics    

5* 

5* 

Marine    Insurance 

•• 

•• 

•• 

•• 

5* 

5* 

- 

*  Elective. 

Note.  Only  pupils  whose  general  rating  in  the  eighth  grade  of  the  elementary 
school  is  "A"  or  those  whose  rating  is  "B"  plus,  and  who  are  certified  by  the  princi- 
pal as  having  especial  language  ability,  may  elect  a  modern  language  in  the  first 
term.  If  a  modern  language  is  offered  for  credit  toward  graduation,  not  less  than 
two  units  will  be  accepted. 

20 


FOUR-YEAR    COMMERCIAL   COURSE— SUMMARY 

REQUIRED  UNITS 

Accounting  Secretarial  Salesmanship  For  Trade 

English    4  4  4  4 

American  ilistorj    1  1  1  1 

Civics Vz  Vs  y%  ,Y? 

Physical  Training,  Drawing  and  Music...  l^^  1%  1%  1^ 

Economics  and  Economic  Geography \y<i  1%  1%  2 

Typewriting     %  1  -V^  % 

Stenography    0  2  0  0 

Law  and  Business  Procedure 1  0  0  0 

Commercial  Mathematics    ; .  1  .  0  0  1 

*General  Science  or  Household  Arts 1  1  1  1 

Chemistry  or   Physics    0  0  1  0 

Merchandising   and    Salesmanship 0  0  3  0 

Office   Practice  and   Management 0  %  0  0 

Secretarial  Studies    0  %  0  0 

Accounting    3  1  1  1 

Foreign  Exch.  &  Foreign  Trade  Procedure  0  0  0  1 

Total  required    15                     14%                 15  13% 

ELECTIVE  UNITS 

Modem  Language    3                       3%                   3  4 

Chemistry     1                        1                       1  1 

Physics    1                       1                       1  1 

Accounting     %  or  1             %  or  1             %  or  1  %  or  1 

Stenography    -. 0                       0                       2  2 

Modern    European    History 1111 

Economic   Geography    %  or  1              %  or  1              %  or  1  % 

Commercial    Art    3                        3                        3  3 

Household   Arts    1                        1                         1  1 

Commercial  Mathematics    0                       1                       1  0 

Merchandising  and   Salesmanship 110  1 

Typewriting     0                        0                          %  % 

Materials    of    Commerce 1                       1                       0  1 

Mathematics  of  Investment 1                        1                        1  1 

Statistics     1                       1                       1  1 

Commercial  Law  and  Business  Procedure.       0                 %  or  1             %  or  1  %  or  1 

18  units  required  for  graduation. 

*  Required  of  all  non-language  pupils. 

The  foregoing  tabulation  is  a  summary  of  the  tentative  four-year 
commercial  course.  The  work  of  the  first  term  in  this  course  is  the 
same  for  all  non-language  pupils.  In  the  second  term  the  pupil  is  offered 
one  five-hour  elective;  a  modern  language,  New  York  industries,  or 
commercial  mathematics.  At  the  beginning  of  the  third  term  the  voca- 
tional content  of  the  course  falls  into  four  groups  of  correlated  subjects 
as  a  preparation  for  (1)  accounting  and  general  business  activities,  (2) 
secretarial  employment,  (3)  salesmanship,  and  (4)  foreign  trade  occu- 
pations. 

If  the  pupil  decides  to  elect  the  accounting  group,  he  must  offer  at 
least  three  units  of  accounting  together  with  one  and  one-half  units  of 
commercial  geography  and  economics,  one  unit  of  commercial  mathe- 
matics, and  one  of  law  and  business  procedure.  If  he  elects  the  secre- 
tarial group,  he  must  show  proficiency  in  English,  offer  three  units  of 
stenography  and  typewriting,  one  and  one-half  units  of  law  and  one 
of  office  practice  and  business  procedure.  Definite  provision  should  be 
made  in  these  latter  courses  not  only  for  sufficient  dictation  and  tran- 
scription to  greatly  increase  the  efficienc}^  of  pupils  in  stenography  and 
typewriting,  but  to  give  them  some  understanding  of  office  organization 
and  business  problems  and  to  make  them  familiar  with  the  tools  of  the 
business  office.  The  same  principle  of  correlation  has  been  followed  in 
the  preparation  of  the  foreign  trade  and  salesmanship  groups.  It  will 
be  noted  that,  outside  of  the  prescribed  vocational  groups,  the  free 
electives  are  limited  to  three  or  four  units  and  that  in  these  electives 
the  student  may  strengthen  his  vocational  equipment  or  broaden  his 
general  training. 

21 


While  the  commercial  course  should  be  the  equivalent,  unit  for 
unit,  in  effective  mental  training  of  any  other  high  school  course,  it 
must  also  give  technical  training  for  some  business  activity.  If  this 
twofold  purpose  is  to  be  accomplished  and  if  vocational  training  is  to 
be  thorough  and  adequate,  the  pupil  should  confine  his  efforts  to  one 
group  of  technical  subjects.  Such  sul^jects  should  be  supported  by 
adequate  general  preparation  and  fortified  by  the  study  of  related 
subject  matter. 

Since  a  large  majority  of  commercial  pupils  remain  in  high  school 
less  than  two  years,  adequate  provision  should  be  made  for  this  majority 
as  well  as  for  those  who  graduate.  Every  effort  should  be  made  to 
reduce  the  number  of  failures  and  to  strengthen  the  hold  of  first  and 
second  year  pupils  upon  their  school  work.  And  while  it  is  realized 
that  the  remedy  for  failures  is  not  to  be  found  in  the  course  of  study 
alone,  subjects  which  call  for  prolonged  effort  and  application,  which 
function  in  a  concrete  way  only  in  the  remote  future,  necessarily  yield 
ultimately  a  larger  percentage  of  failures  than  do  those  subjects  which 
may  be  completed  in  a  shorter  time.  It  is  for  these  reasons  that  a 
modern  language  is  offered  in  the  first  term  of  the  proposed  course,  only 
to  selected  pupils,  is  limited  in  the  second  term  to  those  who  show  apti- 
tude, and  that  proficiency  in  English  is  required  of  pupils  who  would 
elect  stenography  in  the  third  term.  While  these  provisions  will  not  solve 
the  problem,  they  are  offered  as  the  best  means  available  at  present  by 
which  to  eliminate  the  hopelessly  unfit.  Pupils  who  contemplate  using 
both  stenography  and  a  foreign  language  should  first  demonstrate  their 
ability  to  master  the  language  and  postpone  their  study  of  stenography 
until  the  third  year.  This  may  be  done  by  electing  the  foreign  trade 
group. 

The  proposed  course  of  study  should  be  considered  with  reference 
(1)  to  its  general  educational  value,  (2)  to  the  welfare  of  pupils  who 
are  in  high  school  two  years  or  less,  (3)  to  the  vocational  needs  of 
pupils  having  different  aptitudes  and  abilities,  and  (4)  to  the  elimination 
of  waste  in  the  teaching  of  deferred  value  subjects. — A.  G.  Belding, 
Director  of  Commercial  Branches  in  High  Schools.  ^ 

COLUMBUS,  OHIO,  PUBLIC  SCHOOLS  COMMERCIAL  COURSE 
OF  STUDY  JUNIOR  AND  SENIOR  LIIGH  SCHOOLS 

SEVENTH  GRADE  Elective  Select  2  or  more  hrs. 

Required  Hrs.  per  Wk.        Music     2 

-n.^„i-u  f^  Art    1  to  3D  or  2 

?*  ?u         /• t  Manual  Training  or 

S:rHTstory '  Home   Economics    2D 

7B  Geography 

7A  U.  S.   History-Citizenship 


Debating    2  or  ID 

Dramatics    2  or  ID 

. ^   u.  o.   xx.aov.. jr-v.x..z.^wo...i.  Gardening    2 

Typewriting     5  ^^.    Tr.„„i:.v,  r 


Physical  Education 2 


Oral    English    5 


Elective  Select  i  or  8  hrs.  NINTH  GRADE 

Music     2  Required  Hrs.  per  Wk. 

Art    1  to  3D  or  2  English      5 

Manual  Training  or  Civic   Biology    5 

Home    Economics    2D  Bookkeeping    5 

Debating    2  or  ID  Stenography-Typewriting     4D 

Dramatics    2  or  ID  Penmanship    (8)    2 

Gardening    (7)    2  Physical  Education   2 

Dml  English 5  Elective  Select  2  or  more  hrs. 

EIGHTH  GRADE  Music     2 

O.J  jT  „/;  Art    1  to  3D  or  2 

Required  Hrs.  per  Wk.  Gardening    2 

English      5  Oral  English   5 

U.  S.  History-Citizenship 5  Manual  Training  or 

Mathematics    5  Home    Economics    2D 

Elementary   Science    4  Debating    2  or  ID 

Stenography-Typewriting    5  Dramatics    2  or  ID 

Physical  Education   2  Foreign   Language    5 

99 


HIGH  SCHOOL  OF  COMMERCE 


NINTH  GRADE 

General  Course 

Required  Hrs.  per  Wk. 

English 4 

Science-History     4 

9B— Civic   Bioloffy 

9  A — Citizenship 

Algebra     4 

Bookkeeping    4 

Penmanship,    Spelling    4 

Foreign   Language    4 

Elective 

Art     2 

Music     2 

Manual  Training  or 

Home  Economics 2 

Technical   Course 
Required  Hrs.  per  Wk. 

English     4 

Science  History     4 

9B — Civic  Biology 

9  A — Citizenship 
Commercial  Arithmetic  with 

Rapid  Calculation   4 

Bookkeeping    4 

Penmanship-Spelling    4 

Foreign   Language  or  Algebra 4 

Elective 

Art     2 

Music     2 

Manual  Training  or 

Home    Economics    2 

Clerical  Course 
Required  Hrs.  per  Wk. 

English     5 

Commei-cial  Arithmetic  and 

Rapid  Calculation   5 

Bookkeeping    5 

Stenography-Typewriting    10 

Penmanship-Spelling    4 

TENTH  GRADE 

General  Course 

Required  Hrs.  per  Wk. 

English      4 

Commercial  Arithmetic   4 

Modern  History 4 

Foreign   Language    4 

One  of  the  following 4 

(a)    Physical  Geography 
*(b)    Commercial  Geography 

(c)  Zoology-Physiology 

(d)  Stenography 

(e)  Typewriting 

(f)  Bookkeeping 

*Commercial    Geography   is   required    in 
either  the  tenth  or  the  eleventh  grade. 
Elective 

Art     2 

Music     2 

Manual  Training  or 

Home    Economics    2 

Debating-Dramatics    2 

Technical  Course 
Required  Hrs.  per  Wk. 

English     4 

Stenography 4 

Typewriting    (lOA)     4 

Two   of  the  following 4 

(a)    Physical  Geography 
*(b)    Commercial  Geography 

(c)  Zoology-Physiology 

( d )  M  odern   H  i  story 

(e)  Foreign  Language 

(f)  Bookkeeping 

^Commercial   Geography    is    required   in 
either  the  tenth  or  the  eleventh  grade. 
Elective 

(See  General  Course  Electives) 


Clerical  Course 
Required  Hrs.  per  Wk. 

English   with   Commercial 

Correspondence    5 

Commercial   Law-Commercial 

Geography    5 

Stenograi)hy-Typewriting     10 

Bookkeeping  or  Modern   History.  ...      5 
ELEVENTH  GRADE 
General  Course 
Required  Hrs.  per  Wk. 

English   with   Commercial 

Correspondence    4 

American  History-Civics 4 

Science    4  7 

(a)  Physical  Geography 

(b)  Commercial  Geography 

(c)  Chemistry     (7) 

Two  of  the  following 4 

(a)  A  Second  Science 

(b)  Geometry 

(c)  Stenography 

(d)  Typewriting 

(e)  Foreign  Language 
Elective 

Art     2 

Music     2 

Manual  Training  or 

Home  Economics 2 

Debating-Dramatics    2 

Technical  Course 
Required  Hrs.  per  Wk. 

English  with  Commercial 

Correspondence    4 

American    History-Civics    4 

Stenography    4 

Typewriting    4 

One  of  the  following 4-7 

(a)  Commercial  Geography 

(b)  Chemistry     (7) 

(c)  Geometry 

(d)  Foreign   Language 
Elective 

(See  General  Course) 

TWELFTH  GRADE 
General  Course 

Required  Hrs.  per  Wk. 

English  with  Commercial 
Correspondence    4 

Commercial   Law- Economics    4 

Business  Organization 4 

Two  of  the  following 3,  4  or  7 

Salesmanship- Advertising    (4) 

Physics  and  Practical  Erectricity.    (7) 

Foreign  Language   (4) 

Stenography     (3 ) 

Typewriting     ( 4 ) 

Accounting    ( 4 ) 

Elective 

Art     2 

Music     2 

Manual  Training  or 

Home  Economics 2 

Debating-Dramatics    2 

Technical  Course 

Required  Hns.  per  Wk. 

English  with  Commercial 
Correspondence    . 4 

Stenography ,      3 

Typewriting 4 

Three  of  the  following ■.  .  .4-7 

Salesmanship-Advertising    . .  .  .  ,»^.  .    (4) 

Physics     ( 7 ) 

Foreign  Language   (4) 

Commercial  Law-Economics (4) 

Business   Organization    (4) 

Accounting    ,(4) 

Elective 

(See  General  Course) 


23 


TENTATIVE  COMMERCIAL  COURSES 

Chicago  Public  Schools 

FOUR-YEAR  COURSE 


FIRST   YEAR 
First  Semester 

Subject  Hours 

English 5 

Mathematics    5 

Science    5 

Elective    5 

Physical   Education 3 

Second  Semester 

English     5 

Mathematics    5 

Science  or  Household  Arts 5 

Elective    5 

Physical    Education 3 

Pupils  who  are  going  to  College  should 
choose  their  electives  with  that  in  view. 

THIRD  YEAR 
First  Semester 

Subject  Hours 

English     5 

Industrial  or   European   History 5 

Stenography  and  Typewriting  or 

Bookkeeping    10 

Elective    5 

Physical    Education 3 

Second    Semester 

English     5 

Industrial  or  European  History 5 

Stenography  and  Typewriting  or 

Bookkeeping    10 

Elective    5 


SECOND  YEAR 
First  Semester 

Subject  Hours 

English     5 

Commercial  Geography 5 

Civics  and   Social   Studies 5 

Elective    5 

Physical   Education 3 

Second  Semester 

English     5 

Commercial  Geography 5 

Civics  and   Social    Studies 5 

Elective    5 

Physical    Education 3 

Pupils  who  are  going  to  College  should 
choose  their  electives  with  that  in  view. 

FOURTH  YEAR 
First  Semester 
Subject  Hours 

English     5 

History  U.   S 5 

Stenography  &  Typewriting  or  Book- 
keeping or  Salesmanship. .  .15,   10  or  5 

Elective    5 

Physical    Education 3 

Second  Semester 

History   U.  S 5 

Stenography  &   Typewriting  or  Book- 
keeping or  Office  Machine..  15,  10  or  5 

Elective    5 

Physical   Education 3 


Physical   Education 3 

In  the  third  or  fourth  years  the  pupil  must  take  either:  (a)  two  years  of  stenog- 
raphy and  typewriting,  or  (b)  two  years  of  bookkeeping,  or  (c)  one  year  of  book- 
keeping, one  semester  in  salesmanship,  and  one  semester  in  office  machine  practice. 

TWO-YEAR  COURSE  IN  ACCOUNTING 


FIRST  YEAR 
First  Semester 
Subject  Hours 

Bookkeeping  and  Penmanship 10 

Business    English 5 

Arithmetic 5 

Science    5 

Physical   Education 3 


Second  Semester 

Bookkeeping  and  Penmanship 10 

Business    English 5 

Arithmetic    5 

Science  or  Household  Arts 5 

Typewriting    5 

Physical    Education 3 


SECOND   YEAR 
First  Semester 
Subject  Hours 

Bookkeeping    10 

Business    English 5 

Commercial  Geography  or  Civics  and 

Vocational    Studies 5 

Typewriting    5 

Calculating  Machine 5 

Physical   Education 8 

Second  Semester 

Bookkeeping    10 

Business    English B 

Civics  and  Vocational  Studies  or  Com- 
mercial Geography 5 

Typewriting    5 

Calculating  Machine 5 

Physical    Education 3 


TWO-YEAR  COURSE  IN  STENOGRAPHY 


FIRST  YEAR 
First  Semester 
Subject  Hours 

Stenography    5 

Typewriting    5 

Business  English 5 

Arithmetic    5 

Science   5 

Physical   Education 3 

Second  S-"mester 

Stenography    5 

Typewriting    5 

Business  English 5 

Arithmetic    5 

Science  or  Household  Arts 5 

Physical    Education 3 


SECOND  YEAR 
First  Semester 

Subject  Hours 

Stenography    5 

Typewriting,   including  Revision  of 

Stenographic   Transcripts 10 

Business    English 5 

Bookkeeping  and  Penmanship 10 

Physical   Education 3 

Second   Semester 

Stenography    5 

Typewriting,  including  Revision  of 

Stenographic   Transcripts 10 

Business    English 5 

Civics  and  Vocational  Studies 5 

Physical   Education 3 


24 


COMMERCIAL  AND  SALESMANSHIP  COURSES 
for  1921-22 

Cincinnati  Public  Schools 

first  year 
commercial  salesmanship 

At    East    Side,    Hughes,    and  CO-OPERATIVE 

Woodward  High  Schools  At  Woodward  High  School  Only 

English  I   (2  periods  comp.) 5        First  year  of  any  Course 

Commercial    Arithmetic 3 

Civics    2 

Bookkeeping   5 

Penmanship  and  Lettering 4 

Drawing    1 

Music    1 

Physical   Education 2 

Select  one  from: 

French    1 5 

Latin   1 5 

Spanish  I 5 

SECOND   YEAR 

English  II    (2  periods  comp.) 5        Second  year  of  any  Course 

Algebra   5 

Stenography    4 

Typewriting    3 

Commerce  and  Industry 5 

Music   1 

Physical   Education 2 

Select  one  from : 

French    II 5 

Latin  II 5 

Spanish   II 5 


THIRD  YEAR 


English   III    (1    period   comp.,   1    oral 

English)     5 

Commercial    Law 3 

Bookkeeping    5 

Stenography    4 

Typewriting    3 

Music    , 1 

Physical    Education 2 

Select  one  from : 

French  I  or  III 5 

Latin  I  or  III 5 

Spanish  I  or  III 5 

Salesmanship    5 

Physics    (2  lab.) 7 

Commercial   Art 8 

Mathematics  I,  Algebra 5 


English    III     (1    period   comp.,    1    oral 

English )      5 

Salesmanship   1 5 

Merchandising  and  Commodities 3 

Arithmetic  and  Store  Practice 3 

Commercial   Art 2 

Music    1 

Co-operative  plan  ;  afternoons  in  stores 


FOURTH  YEAR 


English    IV     (1    period    comp.,    1    oral 

English)    5 

Bookkeeping    8 

Stenography  and  Typewriting 5 

American  History  and  Civics 5 

Business   Practice 1 

Music    1 

Physical    Education 2 

Select  one  from : 

French  II,  III  or  IV. 5 

Latin  II,  III  or  IV 5 

Spanish  II,  III  or  IV 5 

Chemistry    (2   lab.) 7 

Mathematics  I,   Algebra 5 

Mathematics  II,  Geometry 5 

Salesmanship    II 5 

Commercial   Art 8 


English    IV     (1    period    comp.,    1    oral 

English)     5 

Salesmanship    II 5 

American  History  and  Civics 5 

Commercial   Art 4 

Music    1 

Co-operative  plan :  afternoons  in  stores 


25 


COMMERCIAL  COURSE  OF  STUDY,  ST.  LOUIS  HIGH  SCHOOLS 

FOUR-YEAR  BUSINESS  COURSE   (Accounting) 
(Figures  in  parenthesis  refer  to  number  of  recitation  periods  each 


FIRST    YEAR 
Required  Subjects 
Chorus  Music    (2) 
Physical  Training    (2) 
English    (5) 

Civics  %  and  Vocations  ^,    (5) 
Typewriting  and   General   Business 

Practice  (10) 
General  Science  (5) 

No  Electives 


THIRD  YEAR 
Required  Subjects 
Physical  Training    (2) 
English   (5) 
*  Bookkeeping  (5) 
*Salesmanship — Advertising   % 
♦Business  Administration  i/^    (5) 
(*These  three  count   as   one  unit) 
Elective   Subjects 
(Two  to  be  chosen) 
Geometry   (5) 
Physics    (7)   or 
Chemistry  (7)  or 
Physiography    (5) 
Latin    ( 5 ) 
French    ( 5 ) 
Spanish   (5) 
Typewriting  (10) 


week) 
SECOND    YEAR 
Required  Subjects 
Chorus  Music    (2) 
Physical  Training    (2) 
English    (5) 
Arithmetic,   Penmanship  and 

Spelling    (5) 
Bookkeeping    (5) 

Industrial    History    i^    and    Commercial 
Geography   ^^    (5) 

Elective    Subjects 
(One  to  be  chosen) 
Algebra    (5) 
Physics    (7) 
Latin    ( 5 ) 
French    (5) 
Spanish    (5) 

FOURTH   YEAR 

Required  Subjects 
Physical  Training   (2) 
Commercial  Law  i/^  and 

Economics   '^    (5) 
History — Modern   ^/j   and 

American  %    (5) 

Elective    Subjects 
(Two  to  be  chosen) 
Accounting    (5) 
English    (5) 

Algebra  %  and  Trigonometry  14    (5) 
Chemistry    (7)    or 
Physiography    ( 5 ) 
Latin    ( 5 ) 
French   (5) 
Spanish    (5) 
Typewriting    (10) 


FOUR-YEAR  BUSINESS 

FIRST    YEAR 
Required  Subjects 
Chorus  Music  (2) 
Physical  Training    (2) 
English    (5) 

Civics  %  and  Vocations  %    (5) 
Arithmetic,  Penmanship  and 

Spelling  (5) 
Bookkeeping  (5) 
General  Science    (5) 

No  Electives 


THIRD  YEAR 
Required  Subjects 
Physical  Training    (2) 
English    (5) 
*  Stenography    (5) 
^Typewriting    (5) 

(♦These  two  count  as  one  unit) 
Elective    Subjects 
(Two  to  be  chosen) 
History    (5) 
Geometry    ( 5 ) 
Physics    (7)    or 
Chemistry    (7)    or 
Physiography    (5) 
Latin    (5) 
French   (5) 
Spanish    (5) 


COURSE  (Stenography) 
SECOND    YEAR 
Required  Subjects 
Chorus  Music    (2) 
Physical  Training    (2) 
English    (5) 

Industrial  History  14  and  Commercial 
Geography   %    (5) 

Elective    Subjects 
(Two  to  be  chosen) 
Bookkeeping  and    General    Business 

Practice    (10) 
Algebra   (5) 
Physics   (7) 
Latin   (5) 
French    (5) 
Spanish   (5) 

FOURTH    YEAR 

Required  Subjects 
Physical  Training    (2) 
History — Modern   V^   and 

American   i/^    (5) 
Stenography    (5) 
Typewriting    (10) 

Elective    Subjects 
(One  to  be  chosen) 
Commercial  Law  ^4  and 

Economics  Y^   (5) 
English    (5) 

Algebra  V2  and  Trigonometry  '/^   (5) 
Chemisti-y   (7)   or 
Physiography    (5) 
Latin    (5) 
French    (5) 
Spanish   (5) 


26 


SHORT  VOCATIONAL  COURSES 

For  Pupils  who  have  satisfactorily  completed  the  eighth  grade 

TWO-YEAR  BOOKKEEPING  COURSE 


FIRST   HALF    YEAR 

Subjects  Periods 

English    5 

Civics    5 

Arithmetic,  Penmanship  and  Spelling  5 

Bookkeeping    5 

Typewriting    5 


Periods  a   week. 


.25 


SECOND   HALF   YEAR 

Subjects  Periods 

English    5 

Vocations    5 

Arithmetic,  Penmanship  and  Spelling  5 

Bookkeeping    5 

Typewriting    5 


Periods  a   week. 


,25 


THIRD  HALF  YEAR 

Subjects  Periods 

English    , 5 

Industrial   History 5 

Bookkeeping  and  Business  Practice..  10 
Typewriting  and  Office  Practice 5 


Periods  a   week. 


.25 


FOURTH  HALF  YEAR 


Subjects 


Periods 


English,    Special 5 

Commercial    Geography 5 

Bookkeeping  and  Business  Practice.  .10 
Typewriting  and  Office  Practice 5 


Periods  a   week. 


.25 


TWO-YEAR  STENOGRAPHIC  COURSE 


FIRST   HALF    YEAR 

Subjects  Periods 

English    5 

Civics    5 

Arithmetic,  Penmanship  and  Spelling  5 

Stenography    5 

Typewriting    5 

Periods  a    week 25 

THIRD  HALF  YEAR 

Subjects  Periods 

English    5 

Industrial   History 5 

Stenography     5 

Typewriting  and  Office  Practice 10 

Periods  a   week 25 


SECOND   HALF   YEAR 

Subjects  Periods 

English    5 

Vocations    5 

Arithmetic,  Penmanship  and  Spelling  5 

Stenogi-aphy    5 

Typewriting    5 

Periods  a   week 25 

FOURTH  HALF  YEAR 

Subjects  Periods 

English,    Special 5 

Commercial    Geography 5 

Stenography     5 

Typewriting  and  Office  Practice 10 

Periods  a   week 25 


COMMERCIAL  COURSE  OF  STUDY 
EvANSTON  Township  High  School,  Evanston,  Illinois 


English 

Commercial   Arithmetic 
Stenography  and  Typewriting 
Elementary  Science  and  Penmanship 

Algehra 
Bookkeeping 
Commercial  Arithmetic 
Commercial    English   and   Civics 
Stenography   and    Typewriting 


English 

Plane  Geometei-y 

Commercial      Geography     and     American 

History,   or   Spanish 
Stenography   and   Typewriting 

English 

."-"parish  <^r  Econor-irs 
Commercial  Law  and  Accounting 
Stenography  and  Typewriting 


27 


BOOKS  FOR  COMMERCIAL  COURSES 
Bookkeeping 

Bartholometv*s  Bookkeeping  Exercises.  By  Wallace  E.  Bartholo- 
mew, Late  Specialist  in  Commercial  Education,  University  of  the  State  of 
New  York.  Supplementary  Exercises  in  bookkeeping  adapted  for  use  with 
any  bookkeeping  textbook.  In  two  parts  :  Elementary  Exercises,  105  pages; 
Advanced  Exercises,  118  pages ;  bound  in  cloth  ;  each  part 72c 

Lockyear's  Bookkeeping,  By  M.  H.  Lockyear,  with  script  illustra- 
tions by  Francis  B.  Courtney.  An  introductory  course  which  enforces 
foundation  principles  and  gives  ample  practice  in  their  application.  105 
pages;  bound  in  cloth.  Suitable  for  Junior  High  School  classes  or  for 
secretarial  courses  80c 

Business  Arithmetic 

Rational  Arithmetic,  By  George  P.  Lord.  An  intensive  course  for 
short  term  students  or  for  the  more  advanced  classes  in  high  schools. 
Topical  method  ;  271  pages ;  list  price $1.00 

Walsh's  Business  Arithmetic,  By  John  H.  Walsh.  A  longer  and 
more  complete  course  especially  adapted  to  first  and  second  year  high 
school  classes.    An  arithmetic  in  story  form.    512  pages,  list  price. . .  .$1.40 

Applied  Business  Calculation.  By  C.  E.  Birch.  A  series  of  drills 
and  tests  covering  the  fundamental  principles  of  arithmetic  and  their  appli- 
cation to  business  problems ;  in  pad  form  convenient  for  classroom  use. 
193  pages,  list  price 40c 

WilVs  Commercial  Arithmetic.  By  William  R.  Will.  Teaches  prin- 
ciples rather  than  mechanical  processes.    299  pages;  bound  in  cloth. .  .$1.40 

Business  Organization 

Business  Organization  and  Administration.  By  J.  Anton  de  Haas, 
Professor,  Foreign  Trade,  New  York  University,  the  City  of  New  York. 
A  comprehensive  course  in  the  organization  and  management  of  business. 
Written  especially  for  secondary  schools.    353  pages;  bound  in  cloth. $1.40 

Civil  Service 

Hotv  to  Prepare  for  Civil  Service.  By  E.  H.  Cooper.  129  pages; 
bound  in  cloth $1.50 

Commercial  Law 

Essentials  of  Commercial  Law.  By  Wallace  H.  Whigam,  M.S., 
LL.M.,  D.C.L.  Notable  for  simplicity  of  presentation,  and  strong,  practical 
constructive  work  to  develop  knowledge  and  application  of  principles. 
Illustrated ;  392  pages ;  bound  in  Library  Buckram $1.40 

The  Parliam-entarian,  By  Cora  Welles  Trow.  A  manual  of  par- 
liamentary procedure  and  the  rules  of  debate.  162  pages ;  bound  in 
cloth   75c 

Costume  Designing 

Figure  Construction,  By  Alon  Bement,  Director  of  the  Art  Insti- 
tute, Baltimore,  Maryland.  A  textbook  designed  to  meet  the  needs  of 
students  of  high  schools  and  colleges  who  cannot  reach  life  classes.  Also 
for  advanced  college  students  who  are  taking  work  in  life  classes.  Beauti- 
fully illustrated ;  bound  in  cloth.  Helpful  to  students  of  costume  de- 
signing     $2.50 

Economics 

An  Introduction  to  Economics,  By  Graham  A.  Laing,  Professor  of 
Business  Administration  and  Finance,  Institute  of  Technology,  Pasadena, 
California.  A  complete  and  vivid  picture  of  modern  economic  organiza- 
tion written  especiallv  for  secondary  schools.  454  pages;  bound  in 
cloth    ." $1.40 

28 


English 

Business  English 

Applied  Business  English  and  Correspondence,       By  H  u  b  e  r  t  A. 
Hagar  and  Rupert  P.  SoRelle.    Two  editions : 
The  Commercial  School  Edition  has  the  Exercises  bound  in  with  the 

book;  344  pages $1.40 

The  High  School  Edition  has  the   Exercises  in  separate  form;   190 

pages    $1.00 

Separate  Exercises ;  148  pages 40c 

Applied  Business  Correspondence  and  Punctuation,  By  Hubert  A. 
Hagar  and  Rupert  P.  SoRelle.  Contains  in  separate  form  these  two  sec- 
tions from  Applied  Business  English  and  Correspondence.  110  pages; 
bound  in  boards  75c 

Composition  and  Rhetoric 

Effective  Expression,  By  Charles  Elbert  Rhodes,  Principal,"  Bennett 
High  School,  Buffalo,  New  York.  A  distinctive  text  on  composition  and 
rhetoric  for  last  two  years  of  high  school;  532  pages;  bound  in  cloth. $1.40 

English  Classics 

The  Living  Literature  Series 

Burney's  Evelina,  Edited  by  Edwin  Bjorkman,  Journalist  and  Critic, 
Author :  "Voices  of  Tomorrow,"  "Is  There  Anything  New  Under  the 
Sun  ?"  etc.     Illustrated  ;  569  pages ;  bound  in  cloth 52c 

Huxley's  Autobiography  and  Essays,  Edited  by  Brander  Matthews, 
Professor  of  Dramatic  Literature,  Columbia  University.  Illustrated;  276 
pages ;  bound  in  cloth 52c 

Dickens'  Barnaby  Rudge,  Edited  by  Leon  H,  Vincent.  Illustrated ; 
881  pages ;  bound  in  cloth 52c 

Stevenson's  Strange  Case  of  Dr,  Jekyll  and  Mr,  Hyde,  Edited  by 
Richard  Burton.     Illustrated ;  113  pages ;  bound  in  cloth 52c 

Selected  Writings  of  Abraham  Lincoln,  Edited  by  Albert  Bushnell 
Hart,  Professor  of  the  Science  of  Government,  Harvard  University.  345 
pages ;  illustrated  ;  bound  in  cloth 52c 

Thackeray's  Barry  Lyndon,  Edited  by  Charles  Elbert  Rhodes,  As- 
sistant Principal,  Lafayette  High  School,  Buffalo,  New  York.  432  pages; 
bound  in  cloth 52c 

Sheridan's  The  Rivals,  Edited  by  William  Lyon  Phelps,  Lampson 
Professor  of  English  Literature,  Yale  University.  109  pages;  illustrated; 
bound  in  cloth 52c 

French 

La  Correspondance  Elementaire,  By  d'Arlon  and  Gielly,  A  collec- 
tion of  French  business  letters,  business  forms  and  commercial  and  geo- 
graphical information.     115  pages ;  bound  in  cloth 88c 

General  Mathematics 

For  Junior  High  Schools 

Modern  Junior  Mathematics,     By  Marie  Gugle,  Assistant  Superin- 
tendent of  Schools,  Columbus,  Ohio.     The  principles  of  arithmetic  appHed 
to   business   practice   and   simple   accounts.     Observational   geometry  and 
the  use  of  algebraic  symbols  and  trigonometric  functions  are  introduced. 
Book  One,  for  seventh  grade  or  first  year  junior  high  school.     Illus- 
trated ;  222  pages ;  bound  in  cloth 80c 

Book  Two,  for  eighth  grade  or  second  year  junior  high  school.    Illus- 
trated ;  239  pages ;  bound  in  cloth 90c 

Book  Three,  for  ninth  grade  or  third  year  junior  high  school.    Illus- 
trated ;  246  pages ;  bound  in  cloth $1.00 

29 


Office  Practice 

O^ce  Training  for  Stenographers.  By  Rupert  P.  SoRelle.  A  com- 
plete and  practical  course  in  modern  business  methods  for  the  advanced 
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Office  Training  anil  Business  English  for  the  Typist.  By  Harold 
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Secretarial 

Secretarial  Studies.  By  Rupert  P.  SoRelle,  Author  of  Rational 
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Gregg  Speed  Studies.  By  John  Robert  Gregg.  A  combined  supple- 
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Graded  Readings  in  Gregg  Shorthand.  By  Alice  M.  Hunter.  Short 
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Word  Exercises,   120  pages   25c 

Vocabulary  Studies  for  Stenographers.     By    E.    N.    Miner,    former 

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